Abstract
The study of geologic phenomena by the visually impaired and blind is challenging owing to the dominance of sight-based delivery methods used in geoscience classroom and field studies. By approaching the study of weathering using a comparative tactual analysis, a non-sighted geology student may convey his/her observations regarding physical changes in the textural character of weathered surfaces. Conclusions drawn from one such study have been applied to degradation rates of sidewalks in Lewiston, Michigan, indicating that sidewalks greater that 10 years old exhibit moderate to severe change in their surface character due to weathering. Further, when these tactual environmental observations are compared to common tactually discernible items, a mental picture is conveyed to both the visually impaired and sighted that may facilitate insight toward understanding how visually impaired students conceptualize these and other geologic phenomena.
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